Ambarsa : Jurnal Pendidikan Islam

Internalization of Islamic Boarding School Values in Forming Student’s Personalities

Mulyati Choirul Ilmah, Muhammad Yusron Maulana El Yunusi — Wed, 25 Feb 2026 00:00:00 +0000

This study examines the process of internalizing values as an effort to shape the students' character. The Islamic Boarding School instilled values of sincerity, discipline, independence, simplicity, and noble character through structured religious education and strict daily discipline. This process aims to build students' strong character aligned with Islamic values, enabling them to contribute positively to society. The study uses a qualitative phenomenological approach, with the researcher directly involved in the process of internalizing Islamic Boarding School values. The locus of this research is at Nurul Ikhlas Islamic Boarding School, Sidoarjo The findings show that the religious and disciplined environment, integrative curriculum, and active roles of caretakers and teachers as role models significantly support this internalization. However, challenges arise from students' diverse backgrounds and limited facilities, which hinder learning effectiveness. Collaboration between the Islamic Boarding School, parents, and the community is seen as essential in reinforcing this value internalization process. Students who have experienced education at this Islamic Boarding School report valuable experiences that enhance their personal qualities and readiness to face life’s challenges. Islamic Boarding School shapes students' character through the internalization of sincerity, discipline, independence, simplicity, and noble character, with a structured discipline approach, guidance from caretakers, and parental.

Islamic Education Quality Standards in Educational Institutions According to Thu'aimah’s Thought

Ansari, Achmad Muhlis — Thu, 26 Feb 2026 00:00:00 +0000

The implementation of quality standards in Islamic education within educational institutions is a crucial aspect of modern educational management. This study adopts a qualitative approach with a library research method, analysing various relevant sources of literature. The findings reveal that the quality standards of Islamic education, according to Thu’aimah, are holistic and integral, encompassing spiritual, intellectual, moral, and social dimensions. These standards are implemented through stages of planning, implementation, evaluation, and quality control in educational management. The implementation is realized through the formulation of a vision and mission based on Islamic values, the development of an integrative curriculum, the implementation of Islamic-based learning, and continuous and holistic evaluation as a means of improving education quality. This study concludes that the ideas of Thu’aimah have strong relevance to contemporary educational quality management concepts and can serve as a conceptual foundation for managing Islamic educational institutions in a professional, sustainable manner, oriented toward the development of morally upright individuals. For future research, it is recommended to explore the practical challenges and success factors in applying these quality standards across various Islamic educational institutions with diverse cultural and regional contexts.

Counter-Radicalization Education Design as a Mitigation Strategy for Terrorism Among University Students

Nur Chanifah — Thu, 26 Feb 2026 00:00:00 +0000

This research addresses the critical issue of radicalism within institutions of higher learning, focusing on Brawijaya University as a representative context where the phenomenon has reached alarming levels. Universities, as traditional incubators for the nation’s future leaders, are paradoxically being targeted by radical groups who use academic settings to disseminate extreme ideologies and broaden their organizational networks. This study aims to examine and formulate a comprehensive educational design to counteract radicalism within the university environment. Employing an empirical research methodology with a case study approach, data were gathered through in-depth interviews, systematic observations, and document analysis. The sample was selected by purposive and snowball sampling techniques to capture the perspectives of stakeholders most deeply affected by and involved in countering radicalism. The findings demonstrate that the counterradicalism educational model is characterized by its integration across multiple domains: curricular activities, supporting classes, extra-curricular initiatives, and the development of campus culture that fosters critical thinking, inclusivity, and tolerance. The study highlights the importance of a holistic and multifaceted approach, suggesting that long-term resilience against radicalism requires not only policy but also the ongoing engagement of the academic community through continuous educational intervention and proactive campus practices.